Writing SMART

Instructional Outcomes
 One of the secrets of a successful teaching – learning
activity is a sound instructional planning.

Instructional Planning necessitates a careful imagination of

what learning outcomes you wish your learners to achieve
and what processes you need to do to achieve your
intended learning outcomes or ILO for short.

Thus, to identify the ILOs is one important skill to learn in

instructional planning.
 Here are three statements. How are they similar? How are they
different?
Train the young citizens of the country with a
AIM deep sense of identity as a Filipino.

Apply wholesome principles, methods

and techniques and classroom
GOAL management skills in the teaching –
learning process.

Use engaging activities in delivering a

OBJECTIVE lesson.

Yes, you are right! They are similar because the three statements express what
would – be teachers need to do at the end of your learning experience. The
statements only differ in scope and the length of time for it to be
accomplished. Thus, they are termed as…
For now, we will concentrate on writing objectives or
instructional outcomes.

Instructional outcomes are

statements which communicate in
behavioral terms the expected
performance of the students at the
end of instruction.
 Thus, it should be….

Specific Meaning…. They are

overt, observable
behavior.
Measurable
Attainable
Realistic
Time Bound
Some examples of observable behaviors
tell sing
identify recite
pick recall
choose write

Some examples of non observable behaviors

feel believe
understand know
think
Now I’d like you to pause and do the Elaborate_Exercise 1
to ensure understanding of this part.
Congratulations!
Now that you know which
outcomes are behaviorally stated,
I’d like you to try the second
exercise found in
Elaborate_Exercise 2.
 Good job!
Now you are ready to proceed.

A good learning outcome contains components.

These are….
1. The Performance – What students are
expected to do, not what the teacher is
supposed to do.
e.g. to explain , to identify , to construct, to
create etc.
2. The Product – What the students will produce by their
action.
e.g. Classify leaves into groups based on texture.
Create an ending of the given story.
Recite the verse with proper phrasing and intonation.

3. The Conditions – Include the information, tools or

equipment and materials that will be available to
students, any special limitations or restrictions as to time
and space and any other requirements that may be
applicable.
Examples of condition

e.g. Given a list of 20 authors . . .

After reading chapter 2 . . .
Given a ruler and a protractor
Listening to the speech model .
. . . during a 10 – minute interval
. . . from a list of equations . . .
4. The Criterion – The level of
acceptable student performance.
e.g. A. As the minimum number
acceptable:
. . . at least three reasons . . .
. . . all five steps . . .
B. As the percent or proportion
acceptable:
. . . with 90% accuracy . . .
. . . 9 of the 10 cases . . .
C. As an acceptable tolerance:
. . . to the nearest hundredth . . .
. . . to the nearest percent . . .
D. As an acceptable limit of time:
. . . within 10 minutes . . .
. . . in less than 5 minutes . . .
Okay, now that you are done,
it’s good to pause for a while…
drink water then let us
culminate by doing the
activity at Evaluate part.

God bless and stay safe!